Middle Class Essay Example | Topics and Well Written Essays - 1500 words

Middle Class - Essay Example In the British Social Attitudes review of 1996, two-thirds, of respondents decided "there is single law for the rich and single for the poor" while 87% alleged that " the space between those with and lofty earnings is excessively great". However many scholars have disputed that, in its sternest wisdom, class in Britain is at the present dead and some have yet disputed that it is dead in any hypothetical sagacity. But I will disagree that no matter class no further lives in Britain but there is a sturdy practical function to play of class in Britain. Haralambos, M., et al (2000, Pg 34-35) proposes that any evaluation of "the demise of class" has got to start with the explanations of class itself, and of what people are accurately signifying when they declare it is "dead". Conventionally, class examination has been tear into strong and weak structures." Strong" class study, connected originally with Marx, assumes a holistic advancement: class is or was an untailored feature in chronological modification and the on the whole organization of the public. Karl Marx (1818-1883) a German, but worked in London from 1849 onwards wrote on class in the 1840s and all the way through to the 1860s and 1870s. In his vision, a class is distinct as an assembly, " in itself" and "for itself", as a socio-economic group with a communal uniqueness and a common biased accomplishment. "Weak" class theories, on the other hand, mainly prejudiced by the effort of Weber, are predominantly positional, spotlighting on empirically recognizing groups with ass ured other individualities in general. Max Weber (1864-1920) again a German wrote on class from 1910-1920. He tends to spotlight not just on possession of assets but also manage, and on individuals market capability - their profitable skills in the labor market. Weber says class is connected to dissimilarities that have their foundation in the workings of entrepreneurship and the market place. For Weber an individual's class is associated openly to his/her "market condition". It is imperative to divide two correlated but dissimilar points enclosed within "the death of a class" dispute. One advises that Modern Britain is classless - in additional words any known person's ability of accomplishment in society is no longer strong-minded by their societal class, as cleared by either of the observation above. The other spot suggests that class is no longer helpful as an investigative notion. Both of these visions hold grave faults. Myths of Classlessness Before I begin the historical account, a

The Clubfooted Grocer Essay Example for Free

The Clubfooted Grocer Essay In class we were looking at a short story written by Arthur Conan Doyle the man who wrote the famous Sherlock Holmes detective stories. Conan Doyle was a Scottish writer born in 1859, died in 1930 aged 71. Arthur Conan Doyle was trained as a doctor but never succeeded in this profession. He found more money would come from writing. Aged thirty- two he forgot about being a doctor and became a writer. He wrote all sorts of books Historical, romance, and adventure, but the Sherlock Holmes stories are what made him famous. In this essay I am going to examine the narrative and linguistic techniques Arthur Conan Doyle uses in The Clubfooted Grocer and the effect they have on the reader. The techniques I will focus on are characterisation, location and imagery, and the plot tension in the story.  The Clubfooted Grocer is based on the narrator and his Uncle, who has not excited to him and his mother for many years. Suddenly, out of no where, he sends a litter to ask for his nephew to go visit him up north. He gets on the train and meets his uncles messenger at a different station to where his uncle lives. He doesnt know why he has to meet there and why hes gone up north. He arrives at the house and it is surrounded by sailors but also doesnt know why. The sailors attack the house and break in. Arthur Conan Doyle uses techniques to make the story interesting and give it a little thrill.  Plot tension is when the author doesnt let you know whats going to happen so it makes you read the story further. The author can do this in many ways, maybe by only giving you a little information on someone and only the bad points on them. In The Clubfooted Grocer the author has used a lot of plot tension. The first time he used plot tension is in the opening paragraph. The paragraph opens introducing us to a Mr Steven Maple who is described as an unsociable, unrespectable man. It gives us a little information on his business life, which sounds like it didnt get very far and some of his business was a legal. It also mentions that he got beat up but doesnt give a reason why, which makes you wont to know. This is good plot tension. It also mentions that he disappeared in a lonely part of the north of England, but why, it leads to maybe a thrill in the story, makes you want to read on. The second time plot tension appears is in the second paragraph, again on the opening page. The paragraph opens with the narrators Mother reading him a letter from his Uncle, which is Mr Maple. The letter includes that Mr Maple wants his Nephew to go up north to meet him. Again why? This is what the letter doesnt include. It maybe for a visit or for the boy to help his uncle to get out of all his trouble. By Arthur Conan Doyle not giving any reason for the boys visit makes the story a little tense so would Inca ridge the reader to find out the reason why his nephew needs to go to meet his uncle, which makes you have to read on in the story to find this out. This is excellent plot tension. The third time plot tension appears is in the third paragraph. The paragraph opens with on no account let John get out at Congleton. This starts the paragraph with plot tension straight away because it sounds scary like if John gets out at that station something terrible is going to happen to him.  As you can see there is continuous plot tension in the story.  Arthur Conan Doyle has also used the technique of characterisation to make the reader think on what the characters in this story may look like. Characterisation is when in the story a new important character is introduced he/she is described in much detail to gain your attention. There is two times that Conan Doyle uses this in the story. The first time characterisation appears in The Clubfooted Grocer is on the sixth page of this story. It is used to describe Mr Steven Maple himself. Conan Doyle uses these words thick, small, rounded, ginger, white, heavy, and bald to give you a picture in your mind of what Uncle Steven would look like. With these words you can imagine Mr Maple as a short over weight bald round-headed man. The second time characterisation appears in this story is on the tenth page of this story and finishing on the eleventh. It is used here to describe Captain Elias. Conan Doyle uses the same technique to introduce new characters that are important in the story. He does this by using short nouns to describe the character. So in this case he uses these words to describe Captain Elias Freckled, great black cloak, different, crafty, cruel, dangerous, sly, and gloated. These words you can imagine what Captain Elias looks like and also the way he may act and talk. The very short words like crafty, cruel, and sly describe maybe what Captain Elias is like to his peers. Mr Steven Maple is in trouble with Captain Elias so these words can express what might actually happen to Steven Maple or the actions taken by Captain Elias. The third technique that Conan Doyle uses is location and imagery. Conan Doyle uses this for the readers to imagine where the story is set. On page twenty, the fifth paragraph Conan Doyle has used the narrator to explain the scenery of the place where hes going, in this case north England. This paragraph describes the narrators journey to where he is visiting his Uncle Steven Maple. He explains he doesnt know where the train he is travelling on is leading him. He only knows the stop to get off. For two hours I passed through desolate rolling plains, rising into places into low, stoned littered hills this is taken from the fifth paragraph on page twenty explaining where the story is set. Conan Doyle uses this technique very well on the fifth page of the story on the eleventh line. He uses this for a whole paragraph. It was quite dark outside, with heavy black clouds drifting slowly across the sky this is taken from that paragraph and explains the scenery that the young boy is surrounded by. This is good use of location. This paragraph goes on explaining the actions taken by the young boys guide. At first my guide walked swiftly and carelessly but eventually his pace slowed down this sentence finishes explaining how the guide slows down for the rest of their journey. Conan Doyle has used location very well in this; it gives you a good idea of where the story is set at all times. The Clubfooted Grocer was not interesting for me, the story seemed very pointless in my point of view. I can understand why maybe this story was chose for the students to study as it was wrote by Sir Arthur Conan Doyle but I found this story not one I would want to look at again. I understand the techniques used in this story and these were used very well. I think Sir Arthur Conan Doyle has structured this story well but not a good story line.

Motivation Theory Literature Review

Motivation Theory Literature Review INTRODUCTION: Motivation is naturally conceptualized either as an desire arising from within the human being or as an impulse arising from within the organism or as an attraction arising from an object external to the individual. According to Baron (1991) defines motivation as the internal processes that activate, guide, and maintain behaviour especially goal-directed behaviour. Also (Kanfer, 1998) defines as free will element of behaviour and the psychological mechanism governing the direction, intensity, and persistence of action not due solely to individual differences in ability or overwhelming environmental demands that force action. Motivation has been defined as essential to adaptive functioning and quality of life (Marin Chakravorty, 2005), and as the content of the positive thinking one wishes to maintain towards the attainment of an objective (Schweingruber, 2006). According to (kanfer, 1990) states that challenges facing researchers into motivation is that it cannot be seen and most in dividual see is a multidimensional stream of behaviour and the products of those behaviours. Also states motivational processes can be inferred only from analysis of this continuing stream of behaviour that is determined both by environment and heredity and is observed through their effects on personality, belief, knowledge, abilities and skills. Besides that,(Herzberg,1987)describes movement as a function of fear of punishment or failure to get extrinsic rewards and motivation as a function of growth from getting intrinsic rewards out of interesting and challenging work. Motivation is to be intrinsic and extrinsic. Intrinsic motivation is internal. Intrinsic motivation is obvious as the performance of an activity for its inborn satisfaction rather than for some detachable outcome. As soon as, intrinsically motivated, a person is stimulated to take action for the pleasurable or challenge entailed relatively than because of external products, pressures (Ryan et al 2000). It occurs wh en people are compelled to do something out of pleasure, importance, or desire. Extrinsic motivation occurs when external factors compel the person to do something. Extrinsic motivation is a pull together that pertains whenever an action is done in order to reach some detachable result. (Rayan et al. 2000).Motivation is the driving force within individuals that compels them physiologically and psychologically to pursue one or more goals to fulfil their needs or expectations. (Lam Tang, 2003, p. 61) From my understanding whatever the behaviour, the drive pushing or polling person to act in particular way is motivation and most researchers believe motivation as the drive behind human behaviour. Furthermore, people cannot be motivated to do something if there is nothing in it for them. Obviously, reward may be the avoidance of a negative outcome as much as it may be the achievement of a positive outcome. Motivation theory has to do with why do individual make the choices they make? or what makes someone persist at one activity and yet quickly give up another. Motivation is to give reason, incentive, enthusiasm, or interest that causes a specific action or certain behaviour. Motivation is present in every life function. Simple acts such as eating are motivated by hunger. Education is motivated by desire for knowledge. Motivation is a vital quality that pervades all aspects of teaching and learning. Motivated students display interest in activities, motivated teachers feel that they can help students learn and motivated administrators make possible teaching and learning in their buildings. Self-motivation is what most people use to define motivation at its highest mountain of accomplishments. If you are able to motivate yourself and reach your goals, you would have conquered the ability to be disciplined and will accomplish anything you put your mind to. Motivation is very important to all decisions that you have to make. In the workplace, motivation is defined by the actions that employees take to improve the company goals as well as their aspirations for career advancement. The effective performance of employees is what makes or breaks a company. So to keep employees motivated, employers must invest in the overall morale by implementing workshops and seminars to help them. Managers are the key personnel in what makes an employee follow directions. Using rewards like promotions and incentives as well as compliments can greatly improve an employees view of the company and its managers. Employees like to be recognized for their efforts regardless of the salary bracket. Such recognition keeps them motivated in getting their job done. Recognition in this case is the motivation technique that managers can tap into and gain the structure over the workplace environment of how they want things done. What organisation and managers can do is provide the environment, support and resources that will influence and effect motivation. Nowadays, managers are trying to find useful motivation theories to motivate their employees. While there are a wide variety of motivation theories on human motivation discussed in this literature review, which means that managers can use any or all those motivation theories to motivate their employees. Managers can use these motivation theories in ways that complement each other. MOTIVATION THEORY-MAJOR CONCEPTS AND CONTRIBUTIONS This is all about the main researchers of motivation theories and to illustrate how these theories can be apply to practical situation. Also reviewed how the major concepts and contributions can apply in work related situations and applying them in groups, teams at organisational level and individual level. Motivation is a complex concept and there are many different theories which look at the subject from different perspectives. The different theories of motivation and criticisms of the theories have been discussed as follows: 1: Hierarchy of needs theory by Maslow A.H. 2: Hygiene theory by Herzberg F. 3: X and Y theory by McGregor D.M. 4: Existence- Relatedness-Growth theory by Alderfer C. P. 5: Expectancy theory by Vroom V. 6: Goal-Setting Theory by Locke E.A. 7: Internal and External control theory by Rotter J.B. 8: Achievement theory by McClelland and Atkinson J.W. 9: Job characteristics theory by Hackman J.R. and Oldham G.R. HIERARCHY OF NEEDS THEORY: According to Maslow (1954) projected that motivation is based on a number of human need. It has to do with the hierarchy that requires the lower more basic needs to be satisfied before the increasingly less basic ones above. Maslow believed that there are five basic needs of the theory. Maslows Hierarchy of Needs is one of the most famous motivation theories, and it has been the centre of much interest by management researchers (Katz, 2004). This (Fig.1) is Maslows hierarchy of needs in pyramid with physiological needs at the base, self-actualisation at the top. 5: Self- actualisation needs: Refer to personal growth and development. 4: Esteem or Ego needs: Refer to need for status and self respect. 3: Social needs: Refer to need to part of a social group and belongingness/love 2: Safety needs: Refer to security, need for shelter or physical danger. 1: Physiological needs: Refer to basic life needs, like food, drink, shelter, etc THE SELF ACTUALISATION NEED: Maslow defined self-actualization as the complete use and utilization of talents, capacities, potentialities. (Maslow,1954). Self-actualization is not a static state. It is an ongoing procedure in which ones capacities are fully, imaginatively, and cheerfully utilized. Self-actualizing people perceive life without a doubt and they are less emotional and more objective. ESTEEM OR EGO NEEDS: According to Maslow, esteem needs were made of two types of desire. I: Desire for strength, adequacy achievement, competence and confidence in the face of organisation. 2: Desire for reputation, glory dominance, recognition, appreciation and dignity Furthermore, people need to be respected, to have self-esteem, self- respect and respect. Self-Esteem expresses the normal human desire to be acknowledged and valued by others. This has to with ones internal needs for self-respect, autonomy and external needs for status and recognition. SOCIAL NEEDS: Are the third level of human needs from the (Fig 1) above. This has to do with ones needs for affection and a sense of belonging and acceptance. Human being need to feel a sense of belonging and acceptance. They need to love and be loved. According to (Maslow, 1954) include the giving and receiving of affection. SAFETY NEEDS: As soon as peoples physical needs have satisfied, they will chase higher level needs, such as safety needs. Safety needs are determined by the need for security and protection from physical and emotion harm. Safety needs include: personal security, financial security, health and well-being, and a safety net or insurance for accidents/illness and the adverse impacts. PHYSIOLOGICAL NEEDS: Are the lowest level of needs, from the (Fig 1) above which are the most basic needs for people. Physiological needs are also measured the needs for human survival. If these needs are not met, people cannot continue to function. Physiological needs include: breathing, homeostasis, water, sleep, food, excretion, and sex. According to (Sarah Steve 2002, p175)the theory engrossed criticism regarding its principle that individuals work on satisfying needs at a higher level only once all lower- level needs have been met. Also major problem facing the theory is how to measure needs, both in terms of how powerfully they are felt and of how someone knows they have been met. Furthermore, the theory is not easy to apply directly to work because need are not met through one source. HYGIENE THEORY: According to (Herzberg et al 1959) proposed his Two-Factor Theory of Human Motivation, known as Motivation-Hygiene theory. Hygiene theory is based on the principle that things people come across satisfying in their jobs are not always the opposite of things they find dissatisfying. Herzbergs Two-Factor Theory is based on the results of research into the factors in a workplace that lead to employee satisfaction. Herzberg made use of a survey, titled, What do people want from their jobs? to achieve insights into what workplace factors people perceived as satisfying and dissatisfying. He asked people to describe in detail which workplace factors led to satisfaction and which factors led to dissatisfaction, and then he separated the results and classified them.Fig.2and Fig.3 show the factors that led to extreme satisfaction and dissatisfaction, respectively. Fig.2 Shows Factors that led to extreme satisfaction according to Herzberg Fig.3 shows Factors that led to extreme dissatisfaction according to Herzberg According to(Robins 2001) The criticisms facing the theory, is methodology used by Herzberg does not take into account that often, when things are going well, people take the credit themselves, and when things are not , they blame others and their situation. There is on job satisfaction against which the people could rate their job. Also situational factors were not identified. Despite the criticisms the theory is a vital theory of motivation and used by managers to consider hygiene factors with regards to motivation. X and Y THEORY: Based on( McGregor, 1960)reviewed that the relationship between managers and employee could be immensely improved if the assumptions that had develop about how people behaved at work were changed from Theory X view to a Theory Y view. Basically one is positive and the other is negative. THEORY X: was based on scientific management school of thought and projected that enlarged productivity could result from breaking jobs down into small unit of work and giving workers a small range of obviously defined tasks to do. According to (Gray Stark, 1984) Employees do not like to work and want to evade work as much as possible. Employees do not want to take responsibility for the work; managers should take some actions, like convincing and supervising strategies, to help them finishing their mission. Theory X assumed that human actions are dictated by low-level needs, THEORY Y: Was based the predominant theory of management there could be no trust between management and employee. Also Small opportunity for relationship between management and employees in theory .According to (Gray Stark, 1984) employees treat work as entertainment and rest, it is natural. Employees have the ability to make creative decisions, not just managers. Theory Y assumed that human actions are determined by high-level needs. The theory X and Y can influence how motivating factors are regarded within an organisation. Theory X has to do with extrinsic rewards such as pay in order to motivate people to execute good in their job while theory Y has to do with working environment in which employees may discern intrinsic rewards in their job. EXISTENCE RELATEDNESS GROWTH THEORY: This has the similarities to Maslows needs hierarchy. Alderfer C.P. extended and simplified Maslows hierarchy into a shorter set of three needs: Existence, Relatedness and Growth (ERG) Theory. (Alderfer, 1969) EXISTENCE NEEDS: According to (Hollyforde Whiddett 2002) Refers Existence needs as our concern with basic material subsistence motivators and size of how satisfied this need is therefore mostly stated in conditions of what one person has in relation to others. Existence needs, is based on various forms of material and physiological needs. RELATEDNESS NEEDS: Refers to the  motivation we have in support of maintaining interpersonal relationships GROWTH NEEDS: Refers to an intrinsic desire for personal development. Relate to personal creativity and productivity. According to (Sarah Steve 2002), the theory does not suggests how a person may meet his or needs .So managers cannot presume that everyones relationship needs will be met in the same way. Also the theory ERG theory with its three broad categories is maybe easier to deal with than the five levels of need in hierarchy of needs theory. EXPECTANCY THEORY: Vroom suggests that this theory is Based on the principle that people expect particular actions to achieve a desired result and that the desired result is something worth striving for or avoiding. Vroom does not give attention to on needs, but rather focuses on outcomes. According to (Vroom, 1964) identifies two terms the theory. 1. Expectancy: means the stronger the assurance that an act will be followed by particular outcome, the stronger the expectancy is considered to be 2. Valence: Means affective orientations toward particular outcome either positive or negative. Theory expectancy and valence of Vroom concentrated on extrinsic outcomes rather than intrinsic ones. Based on research expectancy and valence are not as distinct from each other as Vroom recommended .And one the key criticisms is that the theory was tested as if it was based on behavioural and attitudinal predictions across rather than within persons. Furthermore, expectancy theory accommodates multiple work outcomes in forecasting motivation and predicts motivation to work hard to earn the merit pay will be low if expectancy low (Schermerhorn J. et al 1997) GOAL-SETTING THEORY: The theory is based on the principle that individuals are motivated to achieve the successful accomplishment of challenging goal. According to (Locke, 1968) based his result on three main conclusions. 1: The more hard goals result in higher level of performance than easy goal 2: The specific goals produce higher levels of performance than general goals. 3: The behavioural intentions influence the choices people make. The Goal -Setting theory is helpful to many managers because much of people management is particularly about performance against goals. Theory has great relevance for managers. According to (Robins, 2001) Implies that Goal Setting theory is restricted to those cultures that match the ones in which the research was carried out. INTERNAL AND EXTERNAL THEORY: The theory is based on locus of control. Locus of Control refers to an individuals perception about the underlying main causes of events in his/her life. According to (Rotter, 1966) invented the internal -external dimension to determine locus of control. Based on the extent to which people feel they are in control of the situations that engulfed them and also the extent to which they are convinced of directing events 1. External control: when individual feels that result of his or her actions is as the result of chance, luck as under the powerful others. 2. Internal control: When individual perceives that the occurrence is contingent upon his own behaviour. The Internal and External theory has been criticised for its centre of attention on the Internal-external dimension only as on personality variable .Besides that the theory is useful when considering motivation issues at individual level. ACHIEVEMENT THEORY: The theory is based the needs that can be classed as either Achievement(nAch), Affiliation(nAff) or Power(nPow) .Also theory is based on three factors research into behaviour in achievement-oriented activities. 1: when individual expects to receive unmistakable feedback on the marks of his or her action. 2: When individual feels liable for the outcome success or failure. 3: When individual feels a little level of uncertainty or risk in the activity Achievement theory does not explore why some people enjoyment a challenge and others fear failure. Achievement theory was not specifically about work. The theory is useful when considering why individuals react different to achieving tough goals and why they react to failure in individual ways (Sarah Steve 2002).McClelland recommends that top managers should have a high need for power coupled with a low need for affiliation. Sunil R. Cited (Kreitner kinicki 1998) JOB CHARACTERISTICS THEORY This theory is based on how to design a job so that it is motivating to individual. Also the theory deals with how individual responds to complex and challenging tasks. According to (Hackman Oldham 1976) job characteristics theory proposed that individuals intrinsic motivation is affected by psychological states: 1: Experienced meaningfulness of the work: The extent individuals perceive the job as meaningful and valuable. 2: Experienced responsibility for the outcomes of the work:-the extent individual feels personally accountable and responsible for the outcome of work done. 3: Knowledge of the result of the activities:-the extent individual knows, and understands on continuous basis how successfully he or she is performing the work Also theory has five job dimensions 1: Skill variety-this has to with number of type of skill and talents of individual. 2: Task identity-this has to with work at hand and job completion 3: task significance- this has to with job considerable impact on lives or work of other people. 4: Autonomy -All about individual in setting up the work and determining the procedures to be used in carrying it out. (Freedom and independence at work environment). 5: Feedback-All about individual getting direct and clear result about the effectiveness of his or her performance The theory is one of the few motivation theories specific to an organisational environment and has plenty of practical application. Theory centre of attention is on facilitating0 high internal work motivation. Hackman and Oldman based their theory on motivating individual through job design. CONTRIBUTIONS: According to (Whittington Evans 2005) The Hierarchy of Needs theory proposed by Maslow has been identified as a major influencing factor in the growth of other motivation and management work, such as that of McGregor (Theory X and Theory Y) and Herzberg Motivation-Hygiene theory. It has been generally applied as a basis for much research into, among other things, workforce commitment, job satisfaction and management theory (Stum, 2001). Goal-Setting Theory by Locke has been acknowledged the best goals and dispute facing management environment and Achievement theory by McClelland has identified problems facing motive to achieve success in management work. (Sarah Steve 2002).Expectancy theory has been used to identify job satisfaction, occupational choice, the likelihood of staying in a job, and the effort that one might expand at management work. Internal and External control theory by Rotter has enhanced the concept of persistence (locus of control) in management work. The job char acteristics theory relies on workers insight of the job dimensions for the accomplishment of the psychological states that lead to increased motivation. APPLICATION OF THE CONCEPT OF MOTIVATION TO FACILITIES MANAGEMENT Facilities management regularly deals with identifying relations that humans have with their environment. According to (Smith et al., 1997) the rates of pay had very little influence on participants job satisfaction and subsequent work motivation. Some affiliation can be made at this point to Maslows lowest levels of his hierarchy of needs physiological and safety needs. Maslow argued that individuals can only move up the hierarchy of needs to the higher levels of belongingness/love, esteem and finally self-actualisation, once the lower levels had been achieved; however, the results demonstrated in this study suggest that ancillary staff can be motivated and achieve higher levels of Maslows hierarchy without having their physiological and safety needs completely fulfilled. Individuals can only move up the hierarchy of needs to the higher levels of belongingness/love, esteem and finally self-actualisation, once the lower levels had been achieved; on the other hand, the results demons trated in this study suggest that facilities managers can motivate their staff and achieve higher levels of Maslows hierarchy without having their physiological and safety needs completely fulfilled. McGregors Theory X and y focused on managements assumptions about employees. Theory X and Y describe the average worker from management perspective and suggest methods by which facilities manager can get the best out of worker. Herzberg studies concentrated on satisfaction at work. Herzberg came to a conclusion that certain factors tended to lead to job satisfaction.(motivators),while others led to frequently to dissatisfaction(Hygiene factors).these factor are related to job context they are concerned with job environment as an extrinsic to the job itself. Shane, S., 2001. Technology opportunities and new firm creation. Management Science 47 9, pp. 1173-1181. LATEST IDEAS ON MOTIVATION THEORY First of all, fields of management background study like leadership, decision making and organization plan persist to develop conceptually speculative developments focusing on work motivation have not held in reserve speed. These changes can have a philosophical manipulate on how companies challenge to attract, retain and motivate their employees in labour market. JOB DESIGN: This is about changing the content or process of job to increase job satisfaction and performance. This is usually easier for new organisational or new business unit. Furthermore, most organisations find themselves designing as the result of organisational change and to motivate their Staff. Job design is relating to job characteristics theory, suggests job should be design in such a way as to maximise intrinsic motivation. (Sarah Steve 2002) EFFECTIVE COMMUNICATION: This gives managers strategies, to promotes positive improvement in organizations particularly motivation and performance improvement o f employees. For organization to improve well, messages should be designed in such a way as to maximise motivation. Effective communication strategies have strong effect to motivation of employees. (Sarah Steve 2002) OBJECTIVCE- SETTING: This is important to managers to focus individuals work efforts. It is important to commit employee with goals to motivate them. Most organisations applied Management by Objective (MBO) to motivate their employee. This is relating to Goal-setting, suggests individuals tend to produce higher levels of performance when they have specific goal. (Sarah Steve 2002) MANAGING VIRTUAL TEAMS: Is made of group people who regularly work mutually dependent for joint purpose across time, distance and organization. So motivating people to apply for jobs in virtual teams is one of the latest ideas. CONCULSIONS Motivational techniques, therefore, are useful to teachers, leaders, parents, employers, and almost anyone. The key is in understanding that you are not motivating someone else. Instead, you are simply providing a circumstance that triggers that person to be motivated. However, The developments in motivation and management theory. (Whittington Evans 2005) conclude that the road to building high commitment organisations requires the solid foundation laid by Maslow, McGregor and Herzberg. Motivation theories can therefore offer guidance to anyone interest in motivational issues. Motivation theories discussed above can help mangers consider how and why people are motivated. For example, Hierarchy of need theory may help manager figures out where someone is in term of the satisfaction his or her short and long term needs -which may in turn influence how they seek to create the situation that may be the most motivating. Motivation theories discussed were based on work related environment s. However the can be applied to help individuals understand human behaviour at work. This literature review also emphasized the important of motivation theories to facilities manager with regards to working environments. Also provide frameworks enable facilities manager to manage their working environment. Finally, one of the challenge facing researchers into motivation, it cannot be seen.

Rebel Without a Clue in John Updikes A&P Essay example -- Updike A&P

Rebel Without a Clue in Updike’s A & P  Ã‚     Ã‚  Ã‚   Adults always stress that it is important to make a good first impression. That is what Sammy was trying to accomplish in John Updike’s "A & P." Although some people believe that Sammy is a hero for standing up for his beliefs when he quit, there is conclusive evidence that he quit in an attempt to impress a girl he was obviously attracted to, Queenie. We know he is attracted to Queenie because he goes to great lengths to tell us what she looks like, what her mannerisms are, and the way that the other girls follow her. For example, he says, "She was the Queen. She kind of led them, the other two peeking around and making their shoulders round" (1026). This simple quote shows that Sammy immediately identified Queenie as the one in charge. Another quote that describes this perfectly is, "but you got the idea that she had talked the other two into coming in here with her, and now she was showing them how to do it, walk slow and hold yourself straight" ( 1026). Naturally Sammy is attracted to Queenie and wants to be noticed by her. Sammy thinks to himself "She must have felt in the corner of her eye me and over my shoulder Stokesie in the second slot watching, but she didn’t trip. Not this queen" (1027). Sammy is surprised to see something like this in his town. He says, "and the women generally put on a shirt or shorts or somet hing before they get out of the car and into the street. And anyway these are usually women with six children and varicose veins mapping their legs and nobody, including them could care less" (1027). Sammy’s descriptions also indicated he had a lot of sexual interest in Queenie. He describes her as vividly as he can. He starts with saying, "With the s... ...will be from there on. Sammy was able to bring attention to himself, but it did not work the way that he had hoped it would. The girls most likely didn’t even acknowledge that he even quit. He tried very hard to get Queenie to see him and accept him, but that didn’t work either. Since Sammy’s attempt to impress the girls did not work, he was left standing in a deep shadow called life. I agree with Nathan Hatcher who wrote, "Sammy quits his job not on a matter of ideals, but rather as a means of showing off and trying to impress the girls, especially Queenie" (37). Works Cited Hatcher, Nathan. "Sammy’s Motive." Ode to Friendship & Other Essays: Student Writing at Virginia Wesleyan College. Ed. Connie Bellamy. Norfolk, Virginia, 1996. 37. Updike, John. "A&P." Harper Anthology of Fiction. Ed Sullivan Barnet. NY: HarperCollims, 1989. 1026-1030.      

Assessing Corporate Culture Essay

1. Scheins approach to assessing organizational culture a. Strengths of scheins approach to assessing organizational culture Schein defines and describes culture as any one of many elements of organizational culture. The culture of an organization can be viewed and treated like other structures within an organization. Certain organizations such as by-laws, committees, and chain of command flow charts, may serve to answer basic questions such as â€Å"how do we interact with the external environment?† and â€Å"how do we order ourselves internally?† As an organization responds to these questions, the responses become core assumptions. These core assumptions become the frames through which the organization interprets the world round it. In place of questionnaire or instrument that utilizes typologies, Schein prefers clinical research model of assessing organizational culture. In this model of organizational culture investigation, the researcher gets much more directly involved within the organization by acting as participant o bserver or ethnographer. He suggests that members of the organization will more openly respond to the researcher and the investigation because the members of the organization think they have something to gain by collaborating with the researcher. Schein believes that valid data on the culture of the organization will only be collected when the researcher is perceived as the consultant who is seeking to help the organization and has the best interest of the organization in mind. Schein admits that the clinical model of evaluating organizational culture assumes that the researcher intervenes in the culture of the organization. If the organization perceives that the researcher is helping to make changes that will benefit the organization, then the research will accurately yield the cultural dynamics of the organization. b. Weaknesses of Schein approach to assessing organizational culture The results gained from qualitative result are limited to specific cases under investigation. Direct comparison cannot be made between the results from other studies unless the research is specifically designed in that manner. Furthermore, results cannot be generalized to other settings and links to organization’s performance are rarely explored. One significant weakness to Schein’s approach (qualitative method) is the time needed for data collection and analysis which makes the research more costly and time consuming 2. Cameron and Quinn approach a. Strengths of Cameron and Quinn approach to assessing organizational culture Cameron and Quinn provide an evaluation tool called the organizational culture assessment inventory (OCAL). The OCAI is a survey instrument established on a theoretical model called the competing value framework. This framework is valuable for organizing and interpreting various phenomena within an organization. The competing values framework refers to whether an organization strives for flexibility and individuality or stability and control, whether or not an organization is focused externally or internally. The purpose of the OCAI is to discern the relative strengths of these culture types within a given organization. Used over time, the OCAI can measure culture changes within the organization. Cameron and Quinn observe many cases in the business world where culture change is the key to increasing organizational effectiveness. The four major culture types proposed by Cameron and Quinn embody these competing values: clan-internal/control; adhocracy-external/flexible; market-external/control; hierarchy-internal/control. In fact pure control (hierarchy), compete (market), collaborate (clan), or create (adhocracy) are extremely rare. Most of the company cultures that have been diagnosed using Cameron and Quinn’s organization culture instrument indeed have a strong secondary component. Cameron and Quinn identify the cultural and organizational competencies that give rise to value creation. It explains how cultural and leadership competencies can be profiled which, in turn, can lead to a diagnosis of culture gaps, cultural congruency and cultural strength. 3. London first united church Cameron and Quinn’s model is appropriate for this church. This approach is built around clan, adhocracy, market and hierarchy. These four maps themes were also used in the analysis of how organizational culture of London first united Methodist church chances with structural inventions. The church is both an organization and an organism. As such, the church has a lifecycle development built into it: birth, growth, reproduction, decline, and death. The church itself historically has through several changes. Change as renewal is a major aspect of the Methodist movement. Much of the rise and fall of the Methodism can be traced to how the church was willing, or not, to change. Oftentimes, organizations experience growth and/or renewal because of structural changes within the organization. The four maps themes therefore fit this church.

A Journal on Observing a Reading Teacher Essay

I was deployed at the Elementary Department of the New Era University under the mentorship of my cooperating teacher, Prof. Samuel Bayang, Reading coordinator of the division and the adviser of Grade 6 Simon, the department’s upper hetero section which is composed of 33 scholarly pupils. Given the chance by our supervisor, Dr. Corazon Liwayway, Principal of the Elementary Department, to observe the teachers teaching on student teachers’ designated classroom assignments in preparation on our apprenticeship which commenced on the fourth week of July, I conducted my observation on Prof. Bayang’s strategies and methodologies in teaching Reading with his permission. Before I start my observation, I made a list of potential strategies and methodologies that a Reading teacher may use by reading Prof. Bayang’s RAP journals and his books that are concerned on improving and improvising teaching strategies in Reading to facilitate better learning in the class. One of which is Dr. Rizalina R. Santos’s â€Å"Strategies and Methodologies in Teaching Reading†. After buying some time to read his books and RAP journals, which has been a great help not only by finishing this journal observation but also for introducing me on a different level of teaching Reading, I completed a list of probable techniques which I cultured on my readings that might help me on noting and distinguishing informative matters on my observation. Upon accomplishing the list of techniques I made, I turned my attention on familiarizing myself on the conducts of teaching Reading to grade school pupils by painstakingly researching on-line clippings, journals and researches that I compiled and read later on. Some of those on-line materials I had are Asia E-University’s module regarding â€Å"Motivation in the Classroom† which mainly discusses upraising motivation in the classroom through various techniques such as presenting spring boards that serves as an introduction to a particular Reading materials most likely epics, novels, short stories and the like. Also, it discourses the art of questioning that is incorporated with real life situation that happens in the everyday set up of a conventional public schools mostly located on rural parts of Asia-Pacific countries. It also offered a study regarding on demeanors in teaching Reading in both private and public schools which caught my attention. I list down the conducts and citations in the research presented and included it on the list which I made beforehand. An article entitled, â€Å"Using stories – Teaching training† which was copyrighted by The BBC | British Council also helped me on advancing further on completing my observational checklist and for formulating questions that I may ask to Prof. Bayang after I conclude my observation. The article taught me how stories can be used in class with primary or lower secondary aged pupils. The ideas can be easily used without access to storybooks or computers; the focus is on the teacher reading aloud a printed story or telling a story orally and designing motivating tasks around this. As of my prime concern in looking for conducts in teaching Reading, it provided a detailed approach on presenting practical ideas on exploiting stories in the classroom while considering the benefits of using stories in both Reading and Language classrooms. It also offers a broad knowledge on conducting active learning through interactive discussions and group works, subject matter generalizations and reflections regarding the stories read by the pupils. July 23, 2012 OBSERVATION After spending enormous time on researching and collecting data that may help me, I printed an approved and improved format of a detailed lesson plan which I made during my demonstration teaching in MSC 5-05 under Dr. Lucila Bondoc then I proceeded on my observation. On the preliminary phase on July 23, 2012 of my observation, I sat at the back of the classroom while Prof. Bayang is teaching his advisory class about Facts and Opinions†. During the discussion, I noticed the systematic flow of events. The class was started by an opening prayer led by Maverick del Mundo at 7:00 a. m. The prayer was followed by the checking of orderliness and cleanliness of the classroom. Because the classroom was used by Prof. Bayang’s college students prior that day, he asked his pupils to check their surroundings for litters and throw those that will be seen on their trash bags. Then checking of attendance was conducted by the class’ President, Patricia Nagales, who is in-charge of monitoring the punctuality of her classmates. She wrote the names of those pupils who are absent and tardy that day. After the prayer was conducted, the checking of the orderliness and cleanliness of the classroom was administered and the checking of the attendance was done, Prof. Bayang reviewed the class about their previous lesson which is all about contextual clues. He made the class defines contextual clues by using their own words. Then, he presented a visual aid containing exercises which he made as an interactive activity by calling pupils randomly to answer each item. He asked those pupils to read the question and choices for the number they are called and then to determine if the pupil’s answer is correct, he asked the class whether if it is correct or not. He also asked the pupils to reason out why their classmates’ answers are correct or wrong enabling to activate their critical thinking skills. As reinforcement, Prof. Bayang gave positive feedbacks like, ‘that’s great,’ ‘well done,’ and ‘nice job’ to those pupils who tried their best to participate in the activity. Before he proceeds to the next activity I browsed the lesson plan I printed beforehand and noticed the synchronization of activities as to Prof. Bayang’s performance. The review of the previous lesson was trailed by a reading drill about words that sound as /ch/ written on a manila paper of 5 columns and 3 rows. Words that are included in the drill are as follow: children, chili, chimney, chin, chip, chuckle, chum, chunk, church, bunch, bleach, each, peach, reach and speech. First, he read the drill by himself emphasizing the /ch/ sound on each word. Afterwards, he asked the class to read the words after him. When the class finished reading the drill, he let the class to read the drill again by them. To accentuate the significance of the drill, he called two readers to stand in front of the class and deliver the drill once more. As follow up, Prof. Bayang gave verbal appraisal to the two readers he called on. Subsequently, he divided the class into two to present the motivation. He gave each group with a puzzle picture and asked them to assemble it for a minute. After a minute, Prof. Bayang collected the pictures and requested for a representative of each group to interpret what was shown in the puzzle. First, he let the first group to discuss their puzzle in the class. The picture they formed is a picture of a counselor and a counselee. The pupil described the picture as a an illustration of an old woman wearing white hospital clothes seating on a chair adjacent on a wooden table with her name on top engraved on a marble tablet indicating that she’s a counselor. In front of her is a guy probably on his mid-twenty’s seeking for advice. After the first group described the picture, Prof. Bayang called the second group’s representative. They formed the same picture just like the first group but it illustrates a different scenario. The pupil described the picture as a photo of two women on a living room. An old woman probably on her sixty’s sitting crossed legged on a mahogany oak wood furnished sofa. Beside her is a sobbing woman who is probably married because of the impression of her clothes and accessories worn. Prof. Bayang acknowledged their interpretations as true and correct. He followed the activity with questions like, what does a counselor do? What is a counselee? Who did you often seek an advice and how frequent it is? What kind of problem do you usually encounter? How do you deal with it? Pupils became very enthusiastic and eager to answer his question because everybody was able to relate. Most especially when cited several examples that implies the needs of having guidance and counsel from someone close or dear to us. After he motivated the class, he presented the vocabulary words which later on will be seen on the selection they’ll be reading. He delivered it through contextual clues activity. He posted a visual aid with questions and choices that corresponds each number. By means of using contextual clues, the pupils we’re able to define the meaning of patch, summarize, extract, summon, fines, testify, assurance, complainant, clues, and interrogation. When they already unlocked the meaning of the difficult words in the selection, Prof. Bayang ensued to the reading activity. First, he asked a spring board that is stated on the beginning of the selection they’re about to read then he let the pupils answered his question orally. He followed the spring board by introducing the story to the pupils. He requested the pupils to get their book in Reading, â€Å"Reading Realm 6† by Rizalina R. Santos, Ph. D. and by writing the page numbers on the board, he asked his pupils to turn their books on the pages where the story â€Å"The Farmer and the Wise Judge† is located. When everybody is ensured to have turned their book on the prescribed pages, he asked his pupils to conclude what’s in the picture. The pupils are able to described the picture which illustrate an old Chinese judge wearing a traditional Chinese wardrobe and a peasant farmer seeking for help, After the pupils discussed their interpretation of the picture, Prof. Bayang asked them to give the standards in silent reading. One by one, the pupils gave the standards and then Prof. baying called on readers to read each paragraph. He asked the pupils to silently read what the reader is reading so that everybody will be able to read the selection. After four to five paragraphs read, I noticed that Prof. Bayang interrupt the reading process to explain and ask the pupils what has been read. He incorporated the oral comprehension check-up in the reading activity and extended it until the entire reading activity was done. Supplementary follow-up question was supplied to test the pupils’ comprehension skills. After the pupils were able to answer the additional questions, Prof. baying gave them ten minutes to answer the written comprehension check-up on their books which is consisted of 3 parts. The first part is recalling details, second part is story plotting, and the third part is inferring characters’ moods and feelings. While the pupils are answering their activity, I took the chance to check out the list which I made. Prof. Bayang followed the same format of lesson plan that I did before. The execution of each activities as well as the systematic synchronization flow of discussion is well performed without mannerisms that tend to disturb the pupils’ attention. I also noticed his stance and composure, the way he carried himself is very respectable and well-mannered which is enough for him to be treated with authority and respect by his pupils and co-teachers that enables him to command reverence responsiveness. When it comes to speaking, he has a well-modulated and articulated voice that is audible throughout the whole class. I also observed that his questioning skills stimulate discussion in different ways. He was able to probe learner’s understanding, help pupils articulate their ideas and thinking process, promote risk taking and problem solving, facilitate recall, encourage convergent and divergent thinking, stimulate curiosity and helps pupils to ask questions. After the span of ten minutes roaming around the classroom to see if his pupils are responding in the activities given and if they have queries, he asked the class if they’re done. Some pupils are not yet finish so he gave them an additional 2 minutes to work. For those that are able to finish the activity on time, he gave them verbal appraisal and asked them to review their answer. When the additional allotted time was finished, he asked his pupils to pass their books sideways going to the center aisle at the count of five. Each count, the pupil from the innermost row passes his book on his seatmate. When the final count was given by Prof. Bayang, all books are in the center aisle. â€Å"At the count of six, all books should be at the opposite row. † he said firmly. As he counted, the same process was done by the pupils. After the books are delivered to each respected pupils, Prof. Bayang asked his pupils to put â€Å"corrected by† on the lower right corner of the book they received and affix their name and signature on it. While the pupils are busy following his instruction; he bought some time to post the keywords on the board. After posting the keywords, he asked the pupils to check the book their holding by looking at the keyword posted in front for two minutes. He also instructed them to tally the scores and write the sum on the upper left corner of the book they have. When the pupils are done checking their classmates’ book, he asked them to return the books to its owner by repeating the routine they’ve done before. When the books are already returned to the owners, Prof. Bayang recorded their scores by calling their class numbers. After he recorded the scores, he asked if all names are called. Then, he let the class relaxed their selves and seat up straight and properly. He also let others go out for a water break and to comfort their selves. Once he made sure that everybody is ready and present inside the room, he started presenting to the class their lesson for that day which is â€Å"Facts and Opinions. † He asked the same question as he did before they read the selection, â€Å"How judges’ now-a-days decides on their cases? † Then he called random pupils to answer. This time, pupils aren’t just enthusiastic to answer but they became more dignified and willing to answer Prof. Bayang’s question. He stated that one of the ways on how judges decide on their cases is by inspecting closely what are facts and what are opinions. He posted a visual aid which contains the definition of facts and opinions then he asked someone to read the definition and example of facts. Afterwards, he explained it and gave the determinants to identify what’re facts and otherwise. He supplied the class with different examples and cited situations to stimulate their higher order thinking skills. Later on, he did the same procedure in explaining the idea of opinion in the class. After explaining the concept of the lesson, he asked the class if it’s clear to them and if they can move to the next activity. Everyone agreed that they have no question regarding the lesson so Prof. baying move on the application part. He divided the class into 4 groups. The first group is in charge of â€Å"Gossip Hunter†, it is a game wherein they’re going to spot the facts and opinion in the selection read. The second group is going to perform the â€Å"One Click Act! † activity in which they’re going to choose a scene from the selection and then they’ll present it on the class highlighting the facts and opinions in their dialogues. The third group was tasked to do the â€Å"F and O Talk Show†. They made a talked show about the selection read exposing what are the facts and opinions stated by the characters in the story. The last group did a â€Å"Journal Entry† which is made of facts and opinions in about the story. Each group was given fifteen minutes to do their assigned task and prepare their materials and scoops. After the given allotted time, they are asked to go back to their proper seats and avoid making unnecessary noises so that the group that shall present their work will be able to present it without disturbance. Each group was given three to five minutes to present their work in front of the class. The group that made the best presentation was given verbal appraisal and plus points in their recitation. After the differentiated group work, Prof. Bayang asked his pupils to turn their books to pages 113 and made them answered activities one to two which is all about identifying and locating facts and opinions in a given paragraph and statements. This serves as his evaluation in the discussion made. He gave them five minutes to answer the activities. After five minutes, they checked the activities the way they did in checking the written comprehension activities it was followed by the same recording of scores routine. Knowing the scores of the pupils are outstandingly promising, he didn’t give homework anymore, instead, he congratulated the class for showing an exemplary performance. July 25, 2012 INTERVIEW After observing Prof. Samuel Bayang, I analyzed and evaluated my findings. I was amazed by the amount of the data I was able to collect upon observing him. There are a lot of notable comments I listed down regarding him but the one that really amazed me was the congruence of his discussion between his objectives and subject matter that even without looking for his lesson plan, it was clearly manifested throughout the class. There are also notable congruence between his lesson’s objectives, teaching procedures and formative test. When it comes to his teaching procedures, his used methods and strategies that was suited to the needs and capabilities of his pupils, he was creative enough to adapt his method to the pupils’ capabilities, visual aids and other examples were used to illustrate the lesson, and he also made effective use to the formative test after teaching. I also observed his keen systematic practice in routinizing the class when it comes to the checking of attendance, agreements, practice exercises, and correcting, distributing, and collecting pupil’s outputs. I also noticed the strict, yet pupil-friendly, order and discipline present in classroom while it’s on session. Also, the visual aids that were used by Prof. Bayang were within reach during his teaching which made him easy to assemble his materials during the session. Before I observed him, I thought that it will be just a meager observation but I was mistaken. It left me with several inquiries that challenged me to come up with an interview. So I enumerated my findings and made a narrative report about it which helps me to formulate questions regarding my curiosity towards the way he taught his pupils. Upon completing my questions for my interview, I instigated my plans. I came up to school early on Wednesday of July 25, 2012 where I was schedule to meet Prof. Bayang in preparation of my first on the job training which was due in July 26, 2012. First, he instructed me to make my instructional materials while he was editing my lesson plan. I took the chance to ask him about himself. I learned that he graduated in Philippine Normal University twith Bachelor Degree in Elementary Education major in Reading. He has been in the department for 15 years with her wife, Ma’am Bessie Bayang, Elementary Registrar, and that he has three son who is currently enrolled in the elementary and high school department of the university. I was uncomfortable to ask him about his life because talking about something which doesn’t concern me is not my interest so I went directly to my concern. I asked him if his using a lesson plan in teaching. He said that it’s not necessary anymore to use a lesson plan in his case because his already a professional licensed teacher already. In fact, according to him, the department does not require them to do so because of their heavy loads in teaching though sometimes they most especially when the subject matter is tough or new to him, he make a guide to help him manage his time during his discussion. Using my research made list, I asked him if his familiar with the basal reading approach or the basal type lesson plan. He said that he is fully aware of it. He says that good basal reading programs cover all aspects of reading learning (phonemic awareness, phonics, fluency, vocabulary and comprehension) in a systemic, explicit and comprehensive way. They are intended to teach children to read at or above grade-level expectations and give those all the skills they need to make reading progress. Regarding to its effectiveness, he stated that, it’s very helpful and child friendly approach because basal reading program is a core reading program that is used to teach children to read thoroughly. He also discussed that the term â€Å"basal† comes from the word â€Å"base,† as the program acts as the basis for the lessons that teach children reading skills. Basal reading programs are mainly used by school districts, as they are generally too expensive for most homeschoolers and tutoring centers. This discussion with him opened me the chance to ask him a lot about his approaches in teaching Reading. He specified that there are a lot of approaches in teaching Reading and its affectivity varies according to the learning style and needs of our pupils because no matter how detailed and proven an approach is, it won’t easily suits everyone’s need. â€Å"Teaching is not a one size fits all profession. Further study and researches are needed to cater the needs of your pupils. Hindi tayo focus sa iisang bagay lang, ang target natin, LAHAT. And when we say LAHAT we deal with diversity and there comes the bigger picture. You should know that. † Prof. Bayang boldly said. Having my research as my guideline, I asked him if his accustomed with Marungko approach. He told me one of his seminars he attended in Manila hotel sometime during the year 2011. He also showed me one of his RAP journals about Marungko approach. He conversed it is a technique by which instead of the usual arrangement (or order) of letters, Marungko starts with m, s, a, i, and so forth. The alphabets are rather â€Å"pronounced† than read. Then he cited an example. â€Å"The alphabet â€Å"m† would be pronounced as â€Å"mmm† not the old Pinoy style of reading it as â€Å"ma†. Learning the pronunciation of just a few of the letters would actually help the child read a few more words. † he explained. Then I asked if his aware of the â€Å"Four Pronged Approach†. On his old large file case, he brought out an envelope and gave it to me. I opened it and found out a compact disk entitled â€Å"The Four Pronged Approach† along with it are five samples of four pronged approach lesson plans. He handed another envelope which contains five books and told me that those are the books from where the lesson plan was formed. In a short while after he fixed his files that went topsy-turvy above his glass framed table, he turned his attention to me. He offered a close discussion about the â€Å"Four Pronged Approach† from which at that point I have limited knowledge. He discoursed that the four-pronged approach was first developed by Professor Basilisa Manhit of the College of Education, University of the Philippines, Diliman as stated on the readings and clippings he was holding. He stated that the philosophical foundations of the four-pronged approach are the following: literature-based, holistic, and places emphasis on the process of transfer. He also stressed that the four pronged approach is composed of four parts: genuine love for reading (GLR), which aims to immerse the child in literature and develop a deep and lasting love for reading. Critical reading this offers a story/poetry reading, and then afterwards the children are asked to answer the motive question. A discussion then unfolds the events and beauty of the selection. This discussion should succeed in imparting the message of the story. The children arrive at this on their own pace of realization guided by the questions of the teacher. The children are trained to reflect on the story. They soon become accustomed to critical thinking (CT), the second prong. The third prong follows which is the mastery of the structures of the language now also named Grammar and Oral Language Development (GOLD). He indicated that through this method of sharing literature, vocabulary is developed, attention span is lengthened, listening comprehension is honed and critical thinking, applied daily, becomes a habit. The last prong follows immediately, the transfer stage (TS). This prong is also planned and implemented as systematically as the three prongs. â€Å"This is the prong where reading readiness activities are given to the pupils. † Prof. Bayang said. As for my final question, I asked him what approach in teaching Reading he prefers. He took a deep breath eyeing for my buried lesson plan that he was halfway finished on editing throughout our 30 minutes interview. He looked towards the direction of my hand which is swiftly writing the information he shared. At first, I thought he was skeptical or somewhat cynical about his answer then he precipitously said, â€Å"None. † I was stunned. I didn’t expect he would answer such so I smiled back in return and ask, â€Å"why? † He lowered his head and examines my lesson plan. I can see his passion and dedication as his hands swiftly write his comments on my red ink filled lesson plan. â€Å"As I have said a while ago, teaching is not a one size fits all profession. † he said with a truncated voice. â€Å"Pag teacher ka, kailangan lahat nakikita mo. At dapat marunong kang mag-value. And by valuing, there comes the answer to your question. † he’s smiling while he’s talking. There has been a long pause. I wanted to break the silence so I attempted to asked, â€Å"wh-.. † He interrupted my statement so I lay back on the arm chair I was seated. â€Å"There is a lot of things you really need to know. He-he! † He laughed. â€Å"Appreciating someone’s value or purpose might it be good or bad is the perhaps the best job a teacher does that is hidden to the eyes of people. † He said smirking. â€Å"Wala naman talagang best na approach o strategy o method na best o appropriate sa pagtuturo ng Reading, o Language, o Science o ano pa man. Sa trabaho natin, kailangan mo lang maging totoo at maging appreciative sa bata. Kasi ‘yong maging maka-bond mo sila, that enables you to think of a best approach to deal with their personality. At sa pagtuturo, hindi naman talaga learning style of habit ang inaalam natin e.  Kundi ‘yong personality, ‘yong attitude. You need to acquaint yourself on the child’s nature first for you to teach him. Most especially when teaching Reading. Your teaching them kasi not just a simple subject e, your teaching them a way of living, a part of life. † He said seriously. â€Å"Kaya ang sagot ko sa tnong mo ay, WALA. He-he! † He said laughing while handing me over my edited lesson plan. After that, he asked me good bye to attend their devotional prayer at the Elementary Library. That ended my interview to him. July 25, 2012 Just after my interview. ( REFLECTION  Seriously, I was left dumbfounded. I was surprised by how our conversation concluded. It’s just 30 minutes of interview but it changed a portion of me when it comes to the career I chose. I was able to reflect back on. How am I doing in the field? Am I after to the child’s personality? Attitude? Or am I just focus on the theoretical knowledge I learned on my three years study of theories? Am I forgetting something big? This whole observation and journal making thing turned out to me as an unexpected crash course. In taking this class, I would have never expected to be able to write so much at once. In fact, in the past I probably would not have even tried. However, during the course of this class, I guess I began to open my mind to different ideas and styles of writing that have helped me to develop as a writer and as a student in general. My mind was put into critical thinking mode immediately after every class I attended in the Elementary department teaching grade six pupils. I knew from that point that this class would be a lot more than just a crash course on grammar and paper structure because I had to do this portfolio and journal. I had to form an opinion of my own. As assertive as I come off, I always have a hard time, I still have a hard time choosing one side over another because I will sit there and analyze ever side to an issue. This innate habit of mine is both a gift and a curse. It is beneficial to me because I am able to look at things from several perspectives with compassion and understanding. But on the other hand, I always want to write a paper giving both my point of view towards something I personally experienced, instead of theoretical and argumentative statements which most of my subject courses requires me to do so. This has been a challenge for me because we are asked over and over  again to take a stand on an issue regarding what’s happening on our class during the discussions and our relationship with the entire faculty of the department. So many times this semester, I have been caught by writing center tutors, most especially my friends who are grammar Nazzis, telling me that this sentence or this paragraph supports the wrong side. That is me trying to be fair I guess, a habit which I will have to keep learning how to break. I must say that I have enjoyed all of the facts and journals that we got to write about for the reason that I had quite a bit of interest in the subjects. Even my journals and lesson plans which I was dreading to write became my favorite paper I wrote this semester because I was so informed after my research that I had so much to say. It is so much easier and interesting to write about things that affect me or things that I can relate to. For example my journal made me aware of the things that are going on that I seem to overlook in my everyday life. I think that more than anything this class has helped me to become a more analytical and insightful thinker as well as a critical writer and teacher.

economy essays

economy essays Economy is a science including many changeable subjects when researching in a certain vicinity. To explain basic economic regulations of the world in a homogeneous structure does not fit the economics nature. Even if economy is a process that can show diversified changes, behind these there are concrete reasons that effect long term economic programs that should not be missed, which is historical process. When researching a countys economy, the priority should be to state that countrys historical elements. My opinion about economy is that it keeps logic for all world countries, even if its technological developments. When researching, a good way to follow is finding the facts of the existing geography, the effects of that geography or possible effects and comparing the country that I chose and the other countries of the same region, after connecting economy with its past. This helps us to make a judgement for the countrys politics of economy, its productivity and earnings from these. After examining the subjective elements in its own region, then it will be easy to put a name to that objectivity. The original speakers of the Turkish language lived in Central Asia. They were nomads who converted to Islam. Turkish nomads expanded westward under the leadership of the Seljuk family of sultans. Their forces were unlike what is ordinarily thought of as an army. They soon raided the Byzantine Empire and opened Anatolia to Turkish settlement. Many other people, such as, Greeks, Kurds, and Armenians lived here too. They soon adopted the Turkish language and converted to Islam and became Turks themselves. A military leader, Osman, founded the Ottoman Empire at the end of the thirteenth century. They conquered Europe, Asia, and Africa. By 1556, the Ottoman Empire stretched from the borders of Poland in the North, to Yemen in the South, and from near Venice in the West, to Iran in the East. The Otto...

How To Calculate Avogadros Number Experimentally

How To Calculate Avogadro's Number Experimentally Avogadros number isnt a mathematically derived unit. The number of particles in a mole of a material is determined experimentally. This method uses electrochemistry to make the determination. You may wish to review the working of electrochemical cells before attempting this experiment. Purpose The objective is to make an experimental measurement of Avogadros number. Introduction A mole can be defined as the gram formula mass of a substance or the atomic mass of an element in grams. In this experiment, electron flow (amperage or current) and time are measured in order to obtain the number of electrons passing through the electrochemical cell. The number of atoms in a weighed sample is related to electron flow to calculate Avogadros number. In this electrolytic cell, both electrodes are copper and the electrolyte is 0.5 M H2SO4. During electrolysis, the copper electrode (anode) connected to the positive pin of the power supply loses mass as the copper atoms are converted to copper ions. The loss of mass may be visible as pitting of the surface of the metal electrode. Also, the copper ions pass into the water solution and tint it blue. At the other electrode (cathode), hydrogen gas is liberated at the surface through the reduction of hydrogen ions in the aqueous sulfuric acid solution. The reaction is:2 H(aq) 2 electrons - H2(g)This experiment is based on the mass loss of the copper anode, but it is also possible to collect the hydrogen gas that is evolved and use it to calculate Avogadros number. Materials A direct current source (battery or power supply)Insulated wires and possibly alligator clips to connect the cells2 Electrodes (e.g., strips of copper, nickel, zinc, or iron)250-ml beaker of 0.5 M H2SO4 (sulfuric acid)WaterAlcohol (e.g., methanol or isopropyl alcohol)A small beaker of 6 M HNO3 (nitric acid)Ammeter or multimeterStopwatchAn analytical balance capable of measuring to nearest 0.0001 gram Procedure Obtain two copper electrodes. Clean the electrode to be used as the anode by immersing it in 6 M HNO3 in a fume hood for 2-3 seconds. Remove the electrode promptly or the acid will destroy it. Do not touch the electrode with your fingers. Rinse the electrode with clean tap water. Next, dip the electrode into a beaker of alcohol. Place the electrode onto a paper towel. When the electrode is dry, weigh it on an analytical balance to the nearest 0.0001 gram. The apparatus looks superficially like this diagram of an electrolytic cell except that you are using two beakers connected by an ammeter rather than having the electrodes together in a solution. Take beaker with 0.5 M H2SO4 (corrosive!) and place an electrode in each beaker. Before making any connections be sure the power supply is off and unplugged (or connect the battery last). The power supply is connected to the ammeter in series with the electrodes. The positive pole of the power supply is connected to the anode. The negative pin of the ammeter is connected to the anode (or place the pin in the solution if you are concerned about the change in mass from an alligator clip scratching the copper). The cathode is connected to the positive pin of the ammeter. Finally, the cathode of the electrolytic cell is connected to the negative post of the battery or power supply. Remember, the mass of the anode will begin to change as soon as you turn the power on, so have your stopwatch ready ! You need accurate current and time measurements. The amperage should be recorded at one minute (60 sec) intervals. Be aware that the amperage may vary over the course of the experiment due to changes in the electrolyte solution, temperature, and position of the electrodes. The amperage used in the calculation should be an average of all readings. Allow the current to flow for a minimum of 1020 seconds (17.00 minutes). Measure the time to the nearest second or fraction of a second. After 1020 seconds (or longer) turn off the power supply record the last amperage value and the time. Now you retrieve the anode from the cell, dry it as before by immersing it in alcohol and allowing it to dry on a paper towel, and weigh it. If you wipe the anode you will remove copper from the surface and invalidate your work! If you can, repeat the experiment using the same electrodes. Sample Calculation The following measurements were made: Anode mass lost: 0.3554 grams (g)Current(average): 0.601 amperes (amp)Time of electrolysis: 1802 seconds (s) Remember:One ampere 1 coulomb/second or one amp.s 1 coulombThe charge of one electron is 1.602 x 10-19  coulomb Find the total charge passed through the circuit.(0.601 amp)(1 coul/1amp-s)(1802 s) 1083  coulCalculate the number of electrons in the electrolysis.(1083 coul)(1 electron/1.6022 x 1019coul) 6.759 x 1021  electronsDetermine the number of copper atoms lost from the anode.The electrolysis process consumes two electrons per copper ion formed. Thus, the number of copper (II) ions formed is half the number of electrons.Number of Cu2  ions  ½ number of electrons measuredNumber of Cu2  ions (6.752 x 1021  electrons)(1 Cu2  / 2 electrons)Number of Cu2  ions 3.380 x 1021  Cu2  ionsCalculate the number of copper ions per gram of copper from the number of copper ions above and the mass of copper ions produced.The mass of the copper ions produced is equal to the mass loss of the anode. (The mass of the electrons is so small as to be negligible, so the mass of the copper (II) ions is the same as the mass of copper atoms.)mass loss of electrode mass of Cu2  ions 0.3554 g3.380 x 1021  Cu2  ions / 0.3544g 9.510 x 1021  Cu2  ions/g 9.510 x 1021  Cu atoms/g Calculate the number of copper atoms in a mole of copper, 63.546 grams.Cu atoms/mole of Cu (9.510 x 1021  copper atoms/g copper)(63.546 g/mole copper)Cu atoms/mole of Cu 6.040 x 1023  copper atoms/mole of copperThis is the students  measured  value of  Avogadros  number!Calculate percent error.Absolute error: |6.02 x 1023  - 6.04 x 1023  | 2 x 1021Percent error: (2 x 10 21 / 6.02 x 10 23)(100) 0.3 %

Food Essay Example | Topics and Well Written Essays - 250 words

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Observing and Learning from Nature - Research Paper Example Edward Abbey and Annie Dillard bring out a picture of the difference of nature in its natural state and the altered state. They show us various benefits provided by nature provides to people when it is healthy and natural. These benefits are that is both necessary and enjoyable for people to acquire. These facts enable the readers to see what they will probably lose if they do not take care of their environs. In the essay Seeing by Annie Dillard, she places herself as part of nature. This is a way in which she has lived together with nature from her childhood times to the current age. She remembers the abundance of the various aspects of nature such as animals and birds that are no longer available at the current time. A nature that she used to see and relate to is no longer there. It is missing, and so are the ways of life of people in relation to their environs. She views the changed way people act towards nature. When people were friendly and nondestructive towards the various aspects of nature, so was the nature towards people and vice versa. She also talks about the evolved relationship between nature and poverty, and the increasing need by people to satisfy their wants obtaining them from nature. She wonders at leaving a quarter by the roadside and being able to find it later on in the earlier years, as opposed to the current time. In her essay, she marvels at a time where people h ad enough for their use to survive and had little interest to explore nature leading to its unsustainability. She brings out the fact that there used to be state of harmonious existence between people and nature hence both flourished. We see that the extinction of this fact leads to a weakness in the relationship between man and nature (Dillard 303). The Last Oasis by Edward Abbey is a collective story of an oasis that was alive but is now dying. He places himself as an extractor of nature.

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Van gogh starry night Essay Example | Topics and Well Written Essays - 500 words

Van gogh starry night - Essay Example Van Gogh was actually on his sick bed in Saint-Remy, France when he did this work and this has led some people to argue that the Starry Night was based on Van Gogh’s observation of the sky over Saint-Remy (Whitney, 1986). If this was the case, Saint-Remy must have been a very beautiful sight to behold during the period that Van Gogh made this intelligent observation as the case may be. But this argument cannot be said to be plausible as the objects in the painting that is involved in the Starry Night suggests a deep sense of creativity. It could be seen from Van Gogh’s Starry Night, that he had a very good knowledge in astronomy as he used his depth of knowledge in the field to give a picturesque view of the night sky. The painting portrays the immensity of the universe through the level of order between the petite town and the vast night sky. The fact that Van Gogh died a year after this great painting indicates that there were many things on the mind of this artist du ring the period that he did the work (Soth, 1986). The complexity in the panting also indicates the complex lifestyle of Van Gogh.

Health care marketing in practice Research Paper

Health care marketing in practice - Research Paper Example Many of the US citizens are without health insurance and when they get ill either they do not find the best treatment or they cannot afford the cost. Moreover, the medical facility and cost vary from place to place. The present study deals in current strategic positioning of Abbott Northwest Hospital and their marketing plans. Abbott Northwestern Hospital was established in the year 1882 as Northwestern Hospital for Women and Children. It is one of the largest hospitals in the twin cities. It is recognized both nationally and locally for its exceptional service and expertise. Every year the hospital provides services to about more than 200,000 patients along with their families across the twin city and Upper Midwest. It serves in the women and child care segment (Hospital overview, n.d.). The website of the hospital provides all necessary information for the patients. The â€Å"visiting† (Visiting us, n.d.) information provides the patients and their families with the address, direction, visiting hours, transportation and campus view of the hospital. The website also provides information regarding the food and accommodation available, services provided for the international patients and preregistration requirements. Apart from these the hospital website gives a clear view of the products and servic es they render. If a patient is suffering from a certain type of illness and does not know which department to refer then they might visit the website and fill up the details present in the â€Å"Provider† (Find a Provider, n.d.) section. Overall the website is very much user friendly and convenient. The reason behind choosing this health care organization is that they have achieved success in the health care segment by providing differential advantage among the healthcare market. They have created the differential advantage among women and child by

Term examinations Essay Example for Free

Term examinations Essay In comparison to end of term examinations, teaching students by continuous assessments is better. In most primary, secondary and tertiary forms of education, the latter method of evaluating students is used. This form is most common and is used in most parts of the world due to many reasons. Continuous assessment is a more accurate method of evaluating students. This method is more appropriate in higher education as it ensures students study and go through lectures and notes if not every day at home, then very regularly as doing bad in any quiz or test may affect their grades or overall marks. Due to this, students actually go through the notes they take often to do well. This helps them remember and at the end they don’t have to cram just before the final exam like they would have to if they only had to sit for end of term examinations. In other cases, many students may also have a psychological problem of giving exams. Due to this they may do badly in their exams even though they may know their subject very well. They may be brilliant in class, participate well, attend all lectures but even then in the end of term exams they may not do well. This can be due to a phobia of examinations or simply the pressure of last minute studying. Due to this, taking tests or quizzes throughout the term, semester or year along with class participation is a better method of evaluating a student. At the same time, last minute cramming right before the finals may ensure that students do well in the term end exams. However, if students memorize right before their exams they may not remember what they learnt later as they may have been under too much pressure and stress while studying in the end. Even though they get the grades, they do not remember what they learnt afterwards and then cannot use it later in life. Therefore what they studied becomes useless since they cannot utilize what they learnt in their lives. Many students may also not have the capability to memorize. This means they will not do well in term end exams as they will not be able to memorize and will not be able to write in the exam. Many students also lack conversational and presentation skills. These skills are necessary in life especially at work. Thus, these skills need to be developed and enhanced. These can neither be developed nor enhanced if only term end examinations are taken. To bring about this development, teachers have to take continuous presentations etc in order to help students converse and communicate. In this manner as well, continuous assessment is better than term end examinations. Thus due to such reasons, I think continuous assessment is a better way of teaching as it helps students grasp more knowledge and utilize it later. This method also enhances certain skills which will surely help the students in finding better opportunities in their future.